Introduction: Video on Children’s Festival for Cultural Diversity
Unit Topic: “Our Community: Bankstown”
Curriculum Link: HSIE
Yr Level: Stage 2 / Year 4
Lesson Number: 1 of 10
Lesson Topic: Produce a Discussion using video.
Learning Area: English
Unit Aim: Students will learn about their local community and present information about Bankstown in an integrated HSIE / English unit. Students will examine how to effectively construct a factual recount (both written and spoken), including visual grammar and multimodal techniques that can be used to support information, for a specific audience and social purpose. By the end of the unit, students will produce texts that are well-structured (using the appropriate schematic structure of factual recounts) and well-presented (including supporting visual images). Unit Outcome: CUS2.3 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities. ·1Identifies some significant customs, practices and traditions of their local community, beginning with Aboriginal people ·2Gives some reasons why their local community is different to others and why it is of value and should be respected ·3Identifies major community religions and places of religious significance in their communities, eg temple, church, synagogue, mosque ·4Locates and identifies evidence of the languages used in their local community, beginning with the original Aboriginal languages, eg signage, place names, sign language
Lesson Aim: Students watch a short video on a festival about Cultural Diversity in their local community. They will examine and reflect on the video to produce a Discussion piece that focuses on the various aspects of the video and how they are constructed to produce the final product. Students are able to share their thoughts and bring together ideas to better understand how meaning is portrayed. Lesson Outcome: RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. ·1interprets basic maps, charts, diagrams, graphs, photographs, other still and moving graphics. ·2obtains information from selected Internet/computer site. ·3retells and discusses interpretation of texts read or viewed, with attention to main ideas and supporting details in factual texts.
Introduction: Students are asked about what they know about videos and some of their purposes (e.g. entertainment, factual, evidence). Students’ prior knowledge is then provoked when asked about certain vocabulary they may already know, such as video, audio, image, and concepts such as documentaries, festivals, culture and interviews- features that help present an idea and convey a message.Students’ answers are discussed as a whole class, with the word bank on the board.
Teaching strategy/LearningActivity:
Teacher will: The teacher directs a session where ideas are shared and thoughts are put forward about what they know in terms of the HSIE content and features of a video. Connections with prior knowledge and previous lessons are drawn upon. Vocabulary and current ideas are written on the board. A discussion is conducted on who the intended audience might be for the video and what might be the purpose for creating it. What features are used to make the video effective? How do they work together to make it successful in conveying a message? Student's, at the end of the lesson, show their Butcher's Paper off to the other groups and explain what ideas they came up with. The students also have the opportunity to exhibit how much they already know, integrating their previous knowledge. Answer any questions the students have on the content. Provide students with assistance when required.
Students will: Actively involved in contributing their ideas and previous knowledge. Students who can identify some topics are free to add it to the whiteboard. Students consider what they have previously learnt on the topic to inform their contributions and think about what they would like to learn about in the future of the unit. In small groups, students discuss possible pathways of why the video is in place and on Youtube and what features of the video help bring these ideas across. On butcher's paper and bright textas, the students make lists and take down any 'interesting' notes. Students present their paper to the class. They can be used in a later lesson to build upon or as a future reference.
Concluding strategy: To finish off and conclude the topic introduction, students are allowed the time to discuss the topic freely and propose questions or ‘what we would like to know more about’ statements. Statements are wriitn on the Interactive Whiteboard where it will be on display for the class and can be referred to at any time. This will help the teacher gain some insight into how much the children learnt and what areas they may be struggling with. It also is a great indication and ‘heads up’ of what issues and concerns the class may face in future lessons. The teacher is then able to extend, change or modify the lessons to suits learning needs.
Assessment: Students’ Butcher's Papers will be marked by the teacher, to assess students’ understanding of the components of the video and the HSIE content. This assessment will form the basis of any further learning experiences required on this content. If, after marking, the teacher feels that the students require further work in any of these areas, the next lesson will be modified to incorporate this knowledge.
Any special considerations or contingency plans: Students who are more capable may be able to be group leaders and help those in their group who are not as capable or may not have previous experiences to draw upon. ESL students may have difficulties with some of the vocabulary used. The teacher should explain any words that the students may not be familiar with and should work closely with any groups who may find the introductory activity difficult. A vocabulary bank is displayed on the board for the course of the unit to assist these students.
Self-reflection: ·1Were the students engaged and motivated by the introduction? If not, what could I do better to assist their interest in this topic? ·2Did the students have enough time to complete their discussion Butcher's Paper? ·3What were two good parts of the lesson / what worked well? ·4What did not work, or what would I change in the future? ·5Will students be able to apply this knowledge to their final task?
Students will learn about their local community and present information about Bankstown in an integrated HSIE / English unit. Students will examine how to effectively construct a factual recount (both written and spoken), including visual grammar and multimodal techniques that can be used to support information, for a specific audience and social purpose. By the end of the unit, students will produce texts that are well-structured (using the appropriate schematic structure of factual recounts) and well-presented (including supporting visual images).
Unit Outcome:
CUS2.3 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities.
·1 Identifies some significant customs, practices and traditions of their local community, beginning with Aboriginal people
·2 Gives some reasons why their local community is different to others and why it is of value and should be respected
·3 Identifies major community religions and places of religious significance in their communities, eg temple, church, synagogue, mosque
·4 Locates and identifies evidence of the languages used in their local community, beginning with the original Aboriginal languages, eg signage, place names, sign language
Students watch a short video on a festival about Cultural Diversity in their local community. They will examine and reflect on the video to produce a Discussion piece that focuses on the various aspects of the video and how they are constructed to produce the final product. Students are able to share their thoughts and bring together ideas to better understand how meaning is portrayed.
Lesson Outcome:
RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.
·1 interprets basic maps, charts, diagrams, graphs, photographs, other still and moving graphics.
·2 obtains information from selected Internet/computer site.
·3 retells and discusses interpretation of texts read or viewed, with attention to main ideas and supporting details in factual texts.
Butcher's Paper
Coloured Textas
YouTube Video http://www.youtube.com/watch?v=NTMdZs73L14&NR=1
- shown through a Projector or Interactive Whiteboard.
Students are asked about what they know about videos and some of their purposes (e.g. entertainment, factual, evidence). Students’ prior knowledge is then provoked when asked about certain vocabulary they may already know, such as video, audio, image, and concepts such as documentaries, festivals, culture and interviews- features that help present an idea and convey a message. Students’ answers are discussed as a whole class, with the word bank on the board.
The teacher directs a session where ideas are shared and thoughts are put forward about what they know in terms of the HSIE content and features of a video. Connections with prior knowledge and previous lessons are drawn upon. Vocabulary and current ideas are written on the board.
A discussion is conducted on who the intended audience might be for the video and what might be the purpose for creating it. What features are used to make the video effective? How do they work together to make it successful in conveying a message?
Student's, at the end of the lesson, show their Butcher's Paper off to the other groups and explain what ideas they came up with. The students also have the opportunity to exhibit how much they already know, integrating their previous knowledge. Answer any questions the students have on the content. Provide students with assistance when required.
Actively involved in contributing their ideas and previous knowledge. Students who can identify some topics are free to add it to the whiteboard. Students consider what they have previously learnt on the topic to inform their contributions and think about what they would like to learn about in the future of the unit.
In small groups, students discuss possible pathways of why the video is in place and on Youtube and what features of the video help bring these ideas across. On butcher's paper and bright textas, the students make lists and take down any 'interesting' notes.
Students present their paper to the class. They can be used in a later lesson to build upon or as a future reference.
To finish off and conclude the topic introduction, students are allowed the time to discuss the topic freely and propose questions or ‘what we would like to know more about’ statements. Statements are wriitn on the Interactive Whiteboard where it will be on display for the class and can be referred to at any time. This will help the teacher gain some insight into how much the children learnt and what areas they may be struggling with. It also is a great indication and ‘heads up’ of what issues and concerns the class may face in future lessons. The teacher is then able to extend, change or modify the lessons to suits learning needs.
Students’ Butcher's Papers will be marked by the teacher, to assess students’ understanding of the components of the video and the HSIE content. This assessment will form the basis of any further learning experiences required on this content.
If, after marking, the teacher feels that the students require further work in any of these areas, the next lesson will be modified to incorporate this knowledge.
Students who are more capable may be able to be group leaders and help those in their group who are not as capable or may not have previous experiences to draw upon.
ESL students may have difficulties with some of the vocabulary used. The teacher should explain any words that the students may not be familiar with and should work closely with any groups who may find the introductory activity difficult. A vocabulary bank is displayed on the board for the course of the unit to assist these students.
·1 Were the students engaged and motivated by the introduction? If not, what could I do better to assist their interest in this topic?
·2 Did the students have enough time to complete their discussion Butcher's Paper?
·3 What were two good parts of the lesson / what worked well?
·4 What did not work, or what would I change in the future?
·5 Will students be able to apply this knowledge to their final task?